I recalled my visit aboard an active-duty Navy nuclear submarine, where the captain explained that the personnel screening process is intensely evaluative. This is because one single incompetent act could lead to the deaths of the entire crew and the loss of both the nuclear weapons and the nuclear reactor powering the submarine, which could have catastrophic environmental consequences. The Navy does not lower its standards to assign just any warm body; instead, it selects personnel who best meet the rigorous requirements.

Now, let’s raise our hands if you prefer an average class size of thirty-four students in public elementary, middle, or high schools rather than a size of twenty-four. Great, it seems no one raised their hands. This highlights the issue we are facing.

The main problem is that educational interventions, such as the current trend of “reducing class sizes,” do not effectively challenge the entrenched bureaucratic systems that prioritize adult employment needs over student learning outcomes. As a result, these initiatives tend to produce only minimal improvements in academic performance. And unfortunately, the most significant negative impact of these “appealing but ineffective” initiatives is felt by our most politically disenfranchised and academically challenged students.

But because the ‘reducing class size movement’ is a noncontroversial win for elected officials and can actually significantly improve student learning outcomes for financially and politically entitled schools and districts, where high expectations and quality teaching and learning environments already exist, it’s one of the preferred paths of least resistance when the topic of ‘school improvement’ comes up.

One of the games of oppressive domination is to convince the dominated and oppressed that they are the authors of their own wretched existence, active directors in their self-produced living hell narrative play. Therefore, the teaching of Black history is to blame, Black neighborhoods are to blame, Black parents are to blame, and ultimately, Black students themselves are the cause of their own missing and inadequate education.

Highly valued school-building leaders, especially in academically successful Title-I schools, take considerable risks to establish a high-quality teaching and learning environment. They advocate passionately for their students to receive not only high levels of diversified quality education but also a substantial amount of it. These school leaders foster a teaching staff that holds both themselves and their students to high standards of instructional and learning practices, driven by a strong belief in their capabilities and high expectations for success.

As a principal, I have observed that placing highly effective teachers in classrooms, whether with 34 students or 24, consistently leads to significant academic progress for the students. Ultimately, the quality of teaching and learning is what truly matters most!

So, go ahead and lower the graduation standards and reduce the average class sizes all you want. Still, one day, Black parents are going to realize that they are being ‘latest school improvement gimmick’ played, and their children’s educational futures are playing out in the paying out of a lot of money to a lot of adults who pretend that they are serious about educating all children.